TEACHER ASSESSMENT HANDBOOK• increase student achievement. Goal Setting Process Student...

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TEACHER

ASSESSMENT

HANDBOOK

2017-2018

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Acknowledgements

The Pulaski County Public School Division is grateful to the following teachers and

administrators who served on the committee to revise and update the teacher evaluation system.

*Teachers*

Amanda Butler

Theda Gilmore

Ginny Hagee

Justin McNett

Amy Parsell

Angela Price

Linda Snow

Lezley Wilson

*Administrators*

Rod Reedy

Bridget Parsons, Ed.D.

Robin Keener

Stacey Heller

Gregory A. Brown, Ed.D.

EQUAL EMPLOYMENT OPPORTUNITY

Pulaski County Public Schools does not discriminate on the basis of race, creed, gender, national

origin, age, military service or disability. Reasonable accommodations will be provided for

persons with disabilities if requested.

Adopted: May 17th

, 2012

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TABLE OF CONTENTS

INTRODUCTION………………………..…………………………………………...4

Overview of Handbook…………………………………………………………4

Board of Education ……..……………………………………………………...4

Purpose of the Evaluation System……………………………………………...4

Design of the Evaluation System…………………….…………………………4

Background……………………………………………………………………..5

Rating System…………………………………………………………………..5

STANDARD SEVEN and STUDENT ACADEMIC GROWTH..…………………...6

Student Academic Growth and Measures……………………………...………6

Measures…………….………..………………………………………..……6

DATA COLLECTION……………………………………………….……….……….7

Informal Observations……………....….…………….…………………...……7

Formative Observations…….………………………….……………………....7

Portfolios……………………………………………….…………………..…..7

Teacher Self-Evaluation……………………………………...………..……….7

Student Achievement Goal Setting……………………………………..……...8

Goal Setting Process……………………………………….………..………….8

Summative Evaluation Conferences and Schedule………..….……………..…9

Annual Contract Teachers……………..…………………………..……9

Continuing Contract Teachers……………………………………..……9

Teacher Improvement Assistance Plans………….………...……………..……9

LIST OF APPENDICES………….…………………….………………………….…11

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INTRODUCTION

Overview of Handbook

This handbook describes the teacher evaluation system developed for Pulaski County Public School as

set forth in Pulaski County Public Schools’ policies GCM, GCN, and GCN-R; and Pulaski County

Public Schools’ Comprehensive Plan, goals 1.4 and 1.5.

Board of Education

The School Board believes that the professional growth and development for its professional personnel can be

accomplished through a procedural assessment of performance. The Board subscribes to the

development and implementation of a comprehensive model of evaluation for teachers which will

ensure teachers’ professional growth and contribute to improved performance. Additionally, the

Board believes that an effective teacher evaluation system can contribute significantly to the successful

delivery of school services and programs that are consistent with the mission of our school system. This

effective system will evaluate teachers based upon the academic progress of their students. The

system will also assess the skill and knowledge level of teachers in the following areas:

Professional Knowledge, Instructional Planning, Instructional Delivery, Assessment of and for

Student Learning, Learning Environment, and Professionalism.

Purposes of the Evaluation System

The Educational Accountability Act of 1999 provides that each local school board adopt for use by the

division superintendent clearly defined criteria for a performance evaluation process for principals,

assistant principals, and supervisors, and instruction personnel that includes, among other things, an

assessment of such administrators’ and instructors’ skills and knowledge; student academic progress and

school gains in student learning; and effectiveness in addressing school safety and enforcing student

discipline. The division superintendent shall implement such performance evaluation process in making

employment recommendations to the school board pursuant to 22.1-293 (22.1-294B). The use of clear

evaluation criteria and uniform performance standards for administrative and instructional personnel

serves as a foundation for a fair and comprehensive evaluation system that provides sufficient detail and

definition so that all personnel can reasonably understand their job expectations. Clear evaluation

criteria are the measure by which the school division’s effectiveness and improvement of overall job

performance is judged.

Design of the Evaluation System

The Superintendent and staff, in cooperation with teachers, shall have the responsibility for

developing and maintaining an effective and efficient evaluation system which meets the expectations

of the Commonwealth of Virginia as set forth by the Guidelines for Uniform Performance Standards

and Evaluation Criteria for Teachers. In doing so, the Board emphasizes that evaluations should be

conducted in a professional and cooperative manner and should provide for both personal and school

division improvement. The Board also recognizes that periodic review and evaluation of the system will

occur. The Board shall approve the evaluation system and subsequent revisions prior to its

implementation.

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Background

The teacher evaluation process is organized around seven (7) standards:

1. Professional Knowledge

2. Instructional Planning

3. Instructional Delivery

4. Assessment of and for Student Learning

5. Learning Environment

6. Professionalism

7. Student Academic Growth

In addition, this evaluation process emphasizes the division’s focus on the use of research-based

instructional strategies (e.g., Marzano), classroom technology integration, Professional Learning

Communities (P.L.C.s) and building students’ background knowledge.

Rating System

The teacher evaluation process uses a four-level rating scale:

4 – Exemplary

3 – Proficient

2 – Emerging/Needs Improvement

1 – Does Not Meet Standard

The Exemplary level is reserved for truly outstanding teaching as described by very demanding

criteria; there will be relatively few scores at this level. The Proficient level describes expected

professional performance. Emerging/Needs Improvement indicates that performance has deficiencies.

And, performance at the Does Not Meet Standard level is clearly unacceptable.

When scoring, the evaluator will read each of the descriptors under each of the four rating levels (e.g.,

review all items in Exemplary, Proficient, Emerging/Needs Improvement, and Does Not Meet Standard)

and select the statement that most accurately describes the teacher’s performance. This creates a vivid and

graphic display of overall performance, areas for commendation, and areas of needed improvement.

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STUDENT ACADEMIC GROWTH

Student Academic Growth and Measures

The Code of Virginia requires that school boards’ procedures for evaluating teachers address student

academic progress; how this requirement is met is the responsibility of local school boards. Though not

mandated, the Virginia Department of Education’s Guidelines for Uniform Performance Standards and

Evaluation Criteria for Teachers recommends that each teacher receive a summative evaluation rating,

and that the rating be determined by weighting the first six standards equally at 10 percent each, and that

the seventh standard, student academic progress, account for 40 percent of the summative evaluation.

The committee members charged with the development of this teacher evaluation instrument have

chosen to adjust these recommendations.

Standard Seven (7) shall be comprised of a minimum of two (2) S.M.A.R.T. goals for all teachers. To

meet the guidelines, these two (2) goals should use different instruments to measure student growth.

Tier I teachers are defined to be teachers of record for reading and mathematics (grades K through 8).

All other teachers are defined to be Tier II teachers. Tier II teachers will be expected to have a firm

grasp of the goals for their students in reading and mathematics.

Measures

The list of measures that may be considered for analyzing student growth is extensive. Some potential

measures include:

1. Advanced Placement Tests

2. Brigance

3. CogAT

4. Virginia Standards of Learning (SOL)

5. Scholastic Reading Inventory (SRI)

6. Phonological Awareness Literacy Screening (PALS)

7. Powerschool Assessment and Analytics

8. Developmental Spelling Analysis (DSA)

9. Developmental Reading Assessment (DRA)

10. Qualitative Reading Inventory (QRI)

11. Virginia Alternative Assessment Program (VAAP)

12. Virginia Modified Achievement Standards Test (VMAST)

13. Virginia Substitute Evaluation Program (VSEP)

14. CTE Competencies

15. Presidential Physical Fitness Tests

16. Individualized Education Plan (IEP) goals

17. S.T.A.R. Assessments

18. Quizzes

19. Tests

20. Authentic assessments/portfolios/writing samples/running records

21. Pre/Post-assessments

22. Nine weeks’ test

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DATA COLLECTION

**COMPONENTS OF A SUMMATIVE EVALUATION**

1. Informal Observations 2. Formative Observations 3. Portfolios (for Teacher Improvement Assistance Plans only) 4. Teacher Self-Evaluation 5. Student Achievement Goal Setting (captured in Standard 7)

Informal Observations Good assessment incorporates more information than what is secured during a singular class period.

Information on the teacher should be constantly absorbed. The interactions of the teacher with students,

parents, community, and peers should be incorporated in good assessment. The teacher is a part of the

school environment every day and not just the day(s) administration chooses to observe in the classroom.

Observation from central office administration will not be incorporated in a teacher’s observation.

Formative Observations

The rubrics are designed to provide teachers with an assessment of their performance in all standards

(Appendix A). The rubrics are not checklists for classroom visits. To knowledgeably complete the rubrics,

evaluators need to observe faculty on multiple occasions throughout the year. It is not good practice to

complete the rubrics based on one classroom observation. Regular, unannounced mini-

observations offer the best opportunity for administrators to have an accurate sense of a teacher's

performance and provide formative feedback.

Portfolios

Although maintaining a portfolio is not required for most teachers, organizing a portfolio around the

seven (7) standards is beneficial. The contents of any portfolio are chosen by the teacher and should be

organized by standards. Portfolios are intended to provide teachers with a vehicle to collect and

organize artifacts of their instruction. Artifacts should never be created specifically for a teacher’s

portfolio. A portfolio is not a required component of a teacher’s summative evaluation unless the

teacher is on a Teacher Improvement Assistance Plan.

Teacher Self-Evaluation

A component of sound teacher evaluation is the teacher’s view of his or her own performance as an

educator. A teacher’s self-evaluation (Appendix D), when used in conjunction with administration’s

evaluation of the teacher’s performance, should efficiently determine any disconnects that exist between

the teacher’s and the administrator’s assessment of the teacher’s strengths and potential areas of needed

improvement. This should allow for better dialogue between the teacher and the evaluator and,

potentially, to tailor professional development for the teacher. A rating of exemplary in a teacher’s self-

evaluation should be accompanied by supporting documentation.

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Student Achievement Goal Setting

Teachers have a definite and powerful impact on student learning and academic performance.

The purposes of goal setting include focusing attention on students and on instructional improvement

based on a process of determining baseline performance, developing strategies for improvement, and

assessing results at the end of the academic year. More specifically, the intent of student achievement

goal setting is to:

• make explicit the connection between teaching and learning;

• make instructional decisions based upon student data;

• provide a tool for school improvement;

• increase the effectiveness of instruction via continuous professional growth;

• focus attention on student results; and

• increase student achievement.

Goal Setting Process

Student achievement goal setting (Appendix C) involves several steps, beginning with knowing where

students are in relation to what is expected of them. Then, teachers can set specific, measurable goals

based on both the demands of the curriculum and the needs of the students. The next part of the process

is recursive in that the teacher creates and implements strategies and monitors progress. As progress is

monitored, the teacher makes adjustments to the teaching and learning strategies.

Finally, a summative judgment is made regarding student learning for a specific period of time. Each

teacher, using the results of an initial assessment, sets an annual goal for improving student achievement.

The evaluator and the teacher meet to discuss data from the initial assessment and review the annual

goal. A new goal is identified each year, semester, or nine weeks. The goal should be customized for the

teaching assignment and for the individual learners. Student academic progress goals measure where the

students are at the beginning of the year, where they are at mid-year, where they are at the end of the

year, and examine the difference. Appropriate measures of student learning gains differ substantially

based on the learners’ grade level, content area, and ability level. The following measurement tools are

appropriate for assessing student academic progress:

• criterion-referenced tests;

• norm-referenced tests;

• standardized achievement tests;

• school adopted interim/common/benchmark assessments; and

• authentic measures (e.g., learner portfolio, recitation, performance).

In addition to teacher-generated measures of student performance gains, administrators may conduct

school-wide reviews of test data to identify patterns in the instructional program. Such reports are useful

for documenting student gains and for making comparisons. Goals are developed early in the school

year. The goals describe observable behavior and/or measurable results that would occur when a goal is

achieved. The acronym SMART is a useful way to self-assess a goal’s feasibility and worth.

Specific: The goal is focused, for example, by content area, or learners’ needs.

Measurable: An appropriate instrument/measure is selected to assess the goal.

Appropriate: The goal is within the teacher’s control to effect change.

Realistic: The goal is feasible for the teacher.

Time limited: The goal is contained within a single school year.

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To align with the state recommendation of using multiple measures when evaluating student growth

(Standard 7). All teachers will develop two (2) goals. The other measures (e.g. PALS, S.T.A.R., or

School Division Benchmark Tests) used to determine student growth for this formal goal will be

approved by school administration prior to the construction of the goal-setting documents and, again;

must be approved by the school administration once the goal-setting documents have been completed.

The time-frame for documented monitoring/evaluating of the goal shall be no greater than mid-duration

and, again; at the end of the approved time-frame to determine the success of the goal.

Summative Evaluation Conferences and Schedule

The summative evaluation will incorporate all components of the assessment process. This includes the

formative observation(s) (Appendix A), informal observations, the student achievement goal setting

(Appendix C) for Standard 7, the portfolio (if applicable), and the self-evaluation.

The schedule for evaluation differs for annual contract teachers and continuing contract teachers.

Annual contract (Probationary) teachers will have a summative evaluation and

conference held with their evaluator annually. During the year, frequent classroom visits are to be

conducted including two (2) formative observations. This summative evaluation and conference shall

be completed and submitted to the Human Resources Department prior to May 1st. Additional

conferences and observations may be conducted by evaluation staff.

Continuing contract (Tenured) teachers will have a minimum of one (1) formative

observation conducted during the first year and second year of the evaluation cycle. These formative

observations for the first and second year of the cycle shall be completed and submitted to the Human

Resources Department prior to June 1st

of each year. During year three of the evaluation cycle,

continuing contract teachers will have a minimum of one (1) formative observation, a summative

evaluation, and a conference with their evaluator. The formative observation and the summative

evaluation shall be completed and submitted to the Human Resources Department prior to May 1st of

the third year of the cycle. Additional conferences and observations may be conducted by the

administrative staff.

Teacher Improvement Assistance Plans

If a teacher’s performance does not meet expectations established by the school division, the teacher

will be placed on a Teacher Improvement Assistance Plan (Appendix B). Teacher Improvement

Assistance Plans are required if the teacher:

1. receives a rating of Does Not Meet Standard (1) in any of the standards, or

2. receives a rating of Emerging/Needs Improvement in any two (2) standards.

Although placement on a Teacher Improvement Assistance Plan generally occurs at summative

evaluation intervals, a teacher can be placed on a Teacher Improvement Assistance Plan at any point

during the year, or any time during the evaluation cycle; for good and just cause.

If a teacher is placed on a Teacher Improvement Assistance Plan, the evaluator and/or immediate supervisor

and the teacher will jointly develop the Teacher Improvement Assistance Plan which will outline:

a) the areas of concern that need to be addressed,

b) any applicable instructions for the employee,

c) any applicable resources that are available, and

d) an established timeline with targeted dates.

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Additionally, a portfolio will be a required component of any Teacher Improvement Assistance

Plan. As a diligent evaluator has the ability to observe a teacher only a small fraction of the school

day, the portfolio is to be used for the teacher’s benefit to collect material he or she views that

supports the standards, the areas of concern, the use of applicable resources, and other information

the teacher views as pertinent to the Teacher Improvement Assistance Plan. Additionally, a portfolio

is not designed to have artifacts created just for the portfolio. The artifacts chosen for a portfolio

should come from the lesson(s) taught in the classroom over the pre-determined time frame. Copies

of the Teacher Improvement Assistance Plan will be forwarded to the Director for Human Resources and

the Deputy Superintendent for Academic Support and Administration.

It is worth emphasizing that the placement of a teacher on a Teacher Improvement Assistance Plan

should not be viewed as punitive. A teacher being placed an a Teacher Improvement Assistance

Plan should stand as an acknowledgement that improvement in one or more areas is expected in

order to support the goals, vision, and mission of Pulaski County Public Schools. The Teacher

Improvement Assistance Plan is established with the students’ growth, safety, and future at the

center of the process.

Rebuttal

When an employee is required to sign any of the forms in this process, the employee is signing only that

he/she has reviewed the content. When there is a disagreement relative to this material, data, or

statements made in a conference, the employee is invited to prepare written statements, which he/she

believes represents his/her side of the issue(s), and the employee’s written statement shall become part

of the evaluation file.

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APPENDIX A

TEACHER ASSESSMENT INSTRUMENT

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Pulaski County Public Schools

Teacher Assessment

2017-2018

□ Formative Observation □ Summative Evaluation

Teacher: _______________________ Evaluator: __________________

Subject or Primary Assignment: ____________ Date: _____________

Annual Contract Level: 1st year □

2nd

year □

3rd

year □

Continuing Contract Level: 1st year □

2nd

year □

3rd

year □

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Standard 1: Professional Knowledge

The teacher:

4

Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Effectively addresses

appropriate curriculum

standards.

Addresses curriculum standards

through differentiated instruction

so that all students can

demonstrate a good understanding

of the concepts being taught.


curriculum standards

according to the pacing

guides. Most students are

able to demonstrate an

understanding of the

concepts being taught.

Addresses some curriculum

standards, but not others.

Students have minimal

understanding of concepts

being taught.

Does not adequately cover

curriculum standards and

students demonstrate

limited understanding.

Integrates key

content elements and

facilitates use of

higher level thinking

skills in instruction.

Presents the lesson using a variety

of materials and research-based

strategies so that students are able

to articulate higher order thought

and understanding of key content

elements by making connections to

past/future learning and/or other

subjects.

Integrates key content

elements by using research-

based strategies to encourage

students to employ higher

order thinking.

Key content elements are

marginally presented.

Limited use of research-

based strategies and little

emphasis on higher order

thinking.


poorly presented and it is

evident that little planning

occurred to guide students

to higher order thinking.

Links content with

past and future

learning experiences,

other subject areas,

and real world

experiences and

applications.

Helps students to think critically and

make their own connections with

past and future learning to other

subjects, or to the real world.

Teacher links content with

past and future learning, other

subjects, and real world.

Makes unsuccessful attempts

to help student connect new

knowledge to past or future

learning.

Makes no attempt to help

student make connections

to past or future learning.

Demonstrates an

accurate knowledge

of the subject

matter.

Has superior knowledge of the

subject matter and is able to

differentiate with many higher

order activities, from which

students are able to make

connections. Teacher is able to

communicate so that ALL students

are able to demonstrate

understanding.

Confidently and accurately

presents subject matter.

Communicates clearly and

easily so that students are

able to demonstrate

understanding of what is

being taught.

Lacks confidence in

presenting subject matter and

may present some inaccurate

information. Is not able to

differentiate instruction,

especially for students at-

risk.

Has limited knowledge of

subject matter and students

are unable to demonstrate


concepts.

Demonstrates skills

relevant to the subject

area(s) taught.

Presents the subject matter in

unique ways so that students gain a

deep understanding of the concepts

and are able to apply the

information.

Demonstrates skills relevant to

subject taught so that most

students are able to

demonstrate understanding.

Ability to demonstrate skills

relevant to subject being

taught is emerging. Students

are able to demonstrate some

understanding.

Has limited ability to

demonstrate skills relevant

to the subject being taught.

Students appear confused

and are unable to


Bases instruction on

goals that reflect high

expectations and an


subject.

Bases instruction not only on SOL

objectives, but has expectations

that students will reach an

understanding beyond what is

required and has mastery

understanding of the subject

matter.

Bases instruction on SOL’s,

countywide objectives, and

demonstrates high

expectations for students’

mastery of the content. Has

a solid understanding of the

subject matter.

Bases some instruction on

SOL’s and countywide

objectives, but no others.

Knowledge of subject matter

is emerging.

The teacher has no defined

learning goals or

expectations for learning.


subject matter.

Demonstrates an

understanding of

intellectual, social,

emotional, physical

development of age

group.

Presents information in an age

appropriate manner but students

are able to demonstrate a deep

understanding of the concepts. Is

able to build community within the

classroom, so students feel safe

socially and emotionally.

Presents information in an

age appropriate manner

(appropriate intellectually

and physically).

Demonstrates sensitivity to

the social & emotional needs

of students.

Has some grasp of age

appropriateness but needs

improvement in

understanding the social,

emotional, intellectual and

physical needs of students.

Does not demonstrate

sensitivity to the social,



Communicates

clearly and checks for

understanding.

Has valid & reliable data to

demonstrate and document students’

understanding of concepts. Clearly

communicates learning expectations.

Checks frequently for

understanding, both formally

and informally, and clearly

communicates expectations.

Checks inconsistently for

understanding either formally

or informally. Expectations for

students’ learning are unclear.

Does not check for

understanding and is

ineffective in

communicating with

students

Predominate rating:____ Comments:

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Standard 2: Instructional Planning and Preparation

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Uses student learning

data to guide

planning.

Uses a variety of student

performance data, including

pretests, to plan instructional

units. Obviously and

consistently monitors learning

data and adjusts instructional

plan to insure students meet

learning objectives.


performance data,

including pretests, to plan

instructional units.

Generally, but not

consistently, monitors

learning data and adjusts

instructional plan to meet


Uses at least one student

performance data source to

plan instructional units.

Inconsistently or

infrequently monitors




Plans units based on

instructional goals, but

independent of student data.

Student data is neither

gathered nor applied to

instructional plan.

Plans time

realistically for

pacing, content

mastery, and

transitions.

Plans for a rigorous instructional

pace that aligns with Curriculum

Framework and SOL’s.

Sufficient time for remediation

as well as enrichment is

incorporated into long-range

plans and is implemented

Plans for an instructional

pace that aligns with

Curriculum Framework

and SOL’s. Plans

sufficiently for instruction

and remediation and

implements. Occasionally

includes enrichment if time

allows.



Curriculum Framework and

SOL’s. Occasionally

remediation and/or

enrichment time is included,

but not consistently evident

in planning or

implementation.

No long-range pacing plan is

evident. Sufficient

instructional time is not

planned and implemented to

meet instructional goals. End

of course topics are condensed

or omitted to fit within

instructional time frame.

Plans for

differentiated

instruction.

Written plans clearly indicate a

tiered instructional approach to

meet diverse student needs that is

highly engaging. Adaptations in

either process or product are

evident. A variety of highly

effective instructional methods

or strategies are integrated into

plans to address higher order

thinking and learning styles.

Written plans indicate

adaptations to meet diverse

student needs. A variety of

instructional methods or

strategies are integrated

into plans. Plans address

learning styles, higher-

order thinking skills, and

other accommodations.

Written plans indicate some


student needs, but not

consistently. Instructional

strategies or methods are

limited to a few that are

often repeated.

Accommodations or

adaptations are reactive vs.

pre-planned.

Written plans show no

indication of accommodations

or adaptations to meet student

needs. Instructional methods

are not varied, nor do they

employ higher order thinking

skills. Students’ individual

needs and learning styles are

not considered in plans.

Aligns lesson

objective to the

curriculum and

student learning

needs.

Written plans are impeccable in

their detail, reflecting

instructional goals and state

standards and are executed

through instructional delivery.

Written plans clearly

indicate instructional goals

and reference state


through instructional

delivery.


instructional goals; but may

inconsistently reference

curriculum or state

standards. Plans are not

followed as written.


instructional goals, but either

do not reference state

standards or are not aligned to

state standards.

Aligns Exhibits

knowledge of

effective lesson

construction.

Always designs structured

lessons with clear, measurable

goals. Plans have a format that

includes accessing prior

knowledge, best instructional

practices, assessment, and

alignment to state standards,

accommodations, and next steps.

Usually designs structured

lessons with clear,

measurable goals. Plans

usually have a format that


knowledge, best

instructional practices,

assessment, and alignment

to state standards,

accommodations, and next

steps.

Planned lessons are

consistently missing 1-2

components of a structured

lesson. Plans generally

include instructional goals

but may be missing other

components.

Evidence of lesson planning is

intermittent or missing.

Lesson planning lacks

structure. Instructional goals

may be unclear. Introductions

and closings are missing.

There is no evidence of

planning for assessment,

differentiation, or student

accommodations.

Develops

appropriate long and

short-range plan and

adapts plans when

needed.

Once developed, plans are

adapted to meet needs of

students based on formal (pre-

tests, & formative assessments)

and informal, real-time data.

Plans are obviously adapted to

react, redirect, or reteach as

needed, based on consistent

sampling of student learning.

Once developed, plans may

be adapted based on

student formative

assessments. Some

formative assessments and

other measures may be

used to signal an adaptation

is needed.


generally static, with little

opportunity to react or

reteach. Formative

assessments are not generally

utilized to drive instruction.

Adaptations, if made, are

generally based on informal

data.

Formative assessments are not

used to gauge instructional

effectiveness. Consequently,

plans are not adapted or

changed based on student

learning within the course of

instruction.


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Standard 3: Delivery of Instruction

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Engages and maintains

students in active learning.

The teacher clearly understands the

need to engage students in the

learning process and is successful in

a delivery of instruction which

fosters student interest and creativity.

The teacher promotes application of

acquired knowledge to the other

content areas and adapts to the

student involvement in an organized

manner.

The teacher clearly understands

the need to engage students in

active learning. A plan for

student participation is evident

and cooperation in the delivery of

instruction is embraced by the

majority of students. The teacher

responds to students who need to

be reconnected to the learning

process.

The teacher understands the need to

actively engage students in the

learning process. There is an

attempt to foster student learning

and/or creativity. However, lessons

lack a clear plan for student

participation. The teacher appears

to be uncomfortable with student

involvement in dynamic learning.

The teacher seldom provides

opportunities for student

contribution to the learning

process. At times, students

appear to be inattentive and/or

unaware of the focus of the

lesson. The instructional

delivery does not foster student

interest and/or creativity.

Builds upon students’

existing knowledge and

skills.

The teacher understands the need for

assessing and activating a learner’s

prior knowledge. Instructional

planning and delivery is designed

around the students’ existing

knowledge. Scaffolding is evident.

The teacher has the ability to adjust

the lesson based upon the students’

knowledge.

The teacher demonstrates

understanding of the need for

assessing and activating a

learner’s prior knowledge.

Lesson plans reference the

necessity for scaffolding;

however, it is not used as the

primary means of instructional

planning and delivery.

The teacher understands the need

to assess and activate a learner’s

prior knowledge. However,

lessons do not have a clear plan

for scaffolding. The teacher

appears to be unsure how to

incorporate and/or build upon the

existing knowledge.

The teacher makes no connection

between new material and students’

prior knowledge. Little is done to

gather a foundation of knowledge to

build upon. Instructional delivery is

not designed for scaffolding, and

existing student knowledge is not

factored into the plan for instruction.

Differentiates instruction to

meet the students’ needs.

The teacher is knowledgeable in the

application of a variety of

instructional methodologies to

accommodate the needs of the

diverse learners in the classroom.

The needs of both struggling and

gifted learners are met in the delivery

of instruction.

The teacher is knowledgeable in

a variety of instructional

methodologies. The needs of

diverse learners are recognized.

The teacher has been exposed

to a variety of instructional


diverse learners are not

realized in a manner that

promotes student success.

The teacher does not demonstrate

knowledge in, or is resistant to

using, a variety of instructional

methodologies even though proper

training has been provided. The

needs of diverse learners are not

addressed in planning and/or

implementation of the lesson.

Reinforces learning goals

consistently through the

lesson.

The teacher clearly demonstrates

understanding, and has a well-

defined plan for reinforcing; the

school division’s desired learning

goals. Current and past learning

goals are reinforced throughout

the delivery of instruction.

The teacher demonstrates an

understanding of the school

division’s desired learning

outcomes. A plan for

reinforcing and meeting set

goals is evident and is

normally referred to at the

beginning and/or completion

of the lesson.

The teacher appears to

understand the school


outcomes. However, there is

lack of a clear plan for

reinforcing and meeting these

goals. The teacher

discovers/acknowledges the

need for instructional

adjustments at the completion

of the lesson and/or

assessment.

The teacher does not demonstrate an


division’s desired learning goals.

Lessons are not designed to

reinforcement these goals nor have a

clear plan. The teacher is unaware

of, or resistant to, the need for

instructional adjustments in order to

meet the desired learning goals.

Utilizes a variety of effective

research-based instructional

strategies and resources.

The teacher’s instructional delivery is

very fluid and seamlessly incorporates

research-based instructional strategies.

The teacher is called upon periodically

to demonstrate/mentor less

experienced teachers.

The teacher understands the

school division’s focus on


strategies. Lesson plans reference

these strategies and the

instructional delivery validates the

use of these research-based

instructional strategies.

The teacher understands the school

division’s focus on research-based instructional strategies. However,

lesson plans might not consistently

reference these strategies. The instructional delivery does not yield a

good assessment of the knowledge

gained by the students.


an understanding, or is resistant to

the use, of research-based

instructional strategies even though

the teacher has been through

training in these strategies and

understands the school division’s

focus on research-based


Uses instructional

technology to enhance

student learning.

The teacher makes certain technology

is accessible to, and appropriate for,

the students in the classroom.

Technology is a constant component

of the teacher’s instruction and not an

enhancement. The teacher is viewed

as a leader in the field of technology-

use in the school and assists with new

technology and training of his/her

peers.

The teacher makes certain

technology is accessible to, and

appropriate for, the students in the

classroom. Although the

technology is incorporated into the

learning process, it is primarily

used as a supplement to the

learning rather than a delivery

mechanism.


expectation of technology-use in

the classroom and has received

appropriate training. However,

the use of technology in the

instructional delivery is distracting

to the learning environment. The

teacher is viewed to be somewhat

uncomfortable with its use.


expectation of technology-use in

the classroom and has received

appropriate training. However, the

use of technology is very infrequent

and viewed as being avoided if at

all possible. The potential

enhancement of the instructional

delivery is not realized.

Communicates clearly and checks for understanding.

The teacher can effectively convey the

lesson so that all learners achieve

understanding. During the delivery of

the lesson, the teacher demonstrates an

innate ability to adjust the delivery of

instruction in reaction to their

assessment of student cues.

The teacher can effectively

convey the lesson so that most

learners achieve

understanding. The teacher is

cognizant of student

understanding throughout the

lesson and makes necessary

adjustments after the initial

lesson to accommodate those

students who need additional

assistance.

The teacher conveys the lesson in

a scripted-manner so that most

learners achieve understanding.

The teacher appears to be

resistant to straying from the

lesson plan, regardless of the

students’ cues. The teacher

discovers/acknowledges a lack of

student understanding after

completion of the lesson and/or

assessment.

The teacher is ineffective at

conveying a lesson so that learners

can achieve understanding. The

teacher is unaware of, or neglects,

student understanding throughout

the course of the lesson. The

teacher does very little to gather

feedback about student

understanding.


16

Standard 4: Assessment of and for Student Learning

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Uses pre-assessment data

to develop expectations

for students, to


and to document

learning.

Guides students to examine

pre-assessments in order to

identify individual areas of

need. Uses pre-assessment data

to steer differentiated

instruction.

Uses pre-assessment data to

develop expectations for

students, to differentiate

instruction, and to document

learning.

Utilizes pre-assessments but

data is not used to develop

instructional plans geared at

meeting the needs of diverse

learners.

Does not utilize pre-

assessment instruments.

Involves students in setting

learning goals and

monitoring their own

progress.

Conferences with students to

discuss personal learning goals

and monitor progress.


learning goals and


progress.

Ensures students are aware

of learning objectives and

expected outcomes. Does

not involve student in goal

setting or progress

monitoring.

Does not ensure students

are aware of learning

objectives and does not

involve student in goal

setting or progress

monitoring.

Uses a variety of

assessment strategies and

instruments that are valid

and appropriate for the

content and for the

student population

Utilizes a variety of formal and

informal assessments which

move students into higher

levels of thinking. Allows

students multiple opportunities

to show understanding of

material.

Uses a variety of




content and for the student

population

Utilizes a variety of formal

assessments but does not

utilize informal assessments

to steer classroom

instruction and

differentiation.

Does not utilize a variety

of formal assessment

strategies.

Aligns student assessment

with established


benchmarks

Works collaboratively to

develop common assessments

aligned with curriculum

standards and benchmarks


with established curriculum


Aligns student assessments

with established state

curriculum but does not

address local benchmarks.

Assessments are not aligned

with local or state

curriculum standards.

Uses assessment tools for

both formative and

summative purposes and

uses grading practices that

report final mastery in

relationship to content

goals and objectives

Moves students to evaluate both

formative and summative assessments in order to set personal learning goals and

discuss final mastery of content.


both formative and




relationship to content goals

and objectives

Uses both formative and

summative assessments but

does not use grading

practices that report final

mastery in relationship to

content goals and objectives.

Does not utilize both

formative and summative

assessments. Does not use

grading practices that report

final mastery in relationship

to content goals and

objectives.


both formative and

summative purposes to

inform, guide, and adjust

students’ learning.

Collaborates with instructional

staff to create and use

assessment tools for formative

and summative purposes

to inform, guide, and adjust



both formative and




Uses formative and

summative assessment tools

but does not use tools to


student learning.

Does not use both formative

and summative assessment

tools to inform, guide, and

adjust, students learning.

Gives constructive and

frequent feedback to

students on their learning.

Guides students to evaluate

their own learning and helps

them to analyze their learning

and individual needs while

providing constructive

feedback.


frequent feedback to students

on their learning.

Gives feedback to students

but feedback is not specific

and growth oriented.

Does not provide

students with feedback

other than to provide

graded work.

Updates parents on the

unfolding curriculum and

suggests ways to support

learning at home.

Utilizes a variety of

communication means such as

phone, PT conferences, teacher

websites, letters, etc. to keep

parents aware of curriculum

and ways students learning can

be supported at home.




learning at home.

Provides parents with information regarding

curriculum but does not suggest ways to support

learning at home.

Does not update parents on

the unfolding curriculum

and does not suggest ways

to support learning at home.


17

Standard 5: Learning Environment and Classroom Management

The teacher:

4

Exemplary 3

Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Arranges the classroom

to maximize learning

while providing a safe

environment

Teacher’s classroom is safe,

and students contribute to

ensuring that the physical

environment supports the

learning of all students and is

maintained and well

organized.


and learning is accessible to

all students; teacher uses

physical resources well and

ensures that the arrangement

of furniture supports the

learning activities.


and essential learning is

accessible to all students, but

furniture or classroom

organization arrangement

only partially supports the


Teacher makes poor use of the

physical environment, resulting

in unsafe or inaccessible

conditions for some students or

a mismatch between furniture

arrangements and the lesson

activities.

Establishes clear

expectations, with student

input, for classroom rules

and procedures and

enforces them consistently

and fairly.

Classroom routines and

procedures are seamless in

their operation, & students

assume considerable

responsibility for their smooth

functioning.


procedures have been

established and function

smoothly for the most part,

with little loss of instruction

time.


procedures have been established

but function unevenly or

inconsistently, with some loss of

instruction time.


procedures are either nonexistent

or inefficient, resulting in the loss

of much instruction time.

Maximizes instructional

time and minimizes

disruptions.

Students assume much of the

responsibility for establishing

a culture for learning in the

classroom by taking pride in

their work, initiating

improvements to their

products, and holding work to

the highest standard.

The classroom environment

represents a genuine culture

for learning, with

commitment to the subject on

the part of teacher and

students, high expectations

for student achievement, and

student pride in work.


reflects only a minimal culture

for learning, with modest or

inconsistent expectations for

student achievement, and little

student pride in work. Both

teacher and students are

performing at a minimal level to

“get by.”

The classroom does not

represent a culture for learning

and is characterized by low

teacher commitment to the

subject, low expectations for



Establishes a climate of

trust and teamwork by

being fair, caring,

respectful, and

enthusiastic.

Classroom interactions are

highly respectful, reflecting

genuine warmth and caring

towards individuals. Students

ensure maintenance of high

levels of civility among

members of the class.

Classroom interactions

reflect general warmth and

caring, and are respectful of

the cultural and

developmental differences

among groups of students.


generally appropriate and free

from conflict but may be

characterized by occasional

displays of insensitivity.

Classroom interactions, both

between the teacher and students

and among students, are negative

or inappropriate and

characterized by sarcasm, put-

downs, or conflict.

Promotes cultural

sensitivity.

Teacher seeks ways to

promote and educate student

about different cultures within

the classroom.

Teacher responds in a

sensitive manner to social and

cultural backgrounds when

dealing with students and

their parents.

Teacher is generally sensitive to

cultural backgrounds of students

but can sometimes overlook

their needs.

Teacher is insensitive to cultural

backgrounds of students and

does not accommodate their

differing needs.

Respects students’

diversity, including

language, culture, race,

gender, and special

needs.


educate others about student

diversity. No bias is shown

toward any student based on

his diverse needs.

Teacher’s verbal and

nonverbal interactions are

friendly and demonstrate

respect in regard to student

diversity.

Teacher is generally respectful

of the individual needs of

students but may lack sensitivity

at times.

Teacher does not respect or

promote tolerance among

students and their diverse needs.

Actively listens and pays

attention to students’

needs and responses.

Teacher demonstrates

genuine caring and respect for

individual students. Students

exhibit respect for teacher as

an individual.

Teacher-student interactions

are friendly & demonstrate

general warmth, caring and

respect. Interactions are

appropriate to developmental

and cultural norms. Students

exhibit respect for teacher.

Teacher-student interactions are

generally appropriate, but may

reflect occasional

inconsistencies, favoritism or

disregard for students’ cultures.

Students exhibit only minimal

respect for teacher.

Teacher interaction with at least

some students is negative,

sarcastic, or inappropriate to the

age or culture of the students.

Students exhibit disrespect for

teacher.


time by working with

students individually and

in small groups or whole

groups.

Groups working

independently are

productively engaged at all

times. Students assume

responsibility for

productivity.

Tasks for work groups are

organized. Groups are

managed so most students are

engaged at all times.

Tasks for group work are

partially organized, resulting in

some off-task behavior when

teacher is involved with one of

the groups.

Students not working with the

teacher are not productively

engaged in learning.


18

Standard 6: Professionalism

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Me

Standard Collaborates and

communicates effectively

within the school

community to promote

students’ well-being and

success.

Actively collaborates

within the school to

promote student success.

Communicates effectively

within the team.

Collaborates and



promote students’ well-

being and success.

Meets and communicates

inconsistently with colleagues

to promote student success

and well-being.

Does not meet with colleagues

to communicate or discuss

student success or well-being.

Adheres to federal and

state laws, school and

division policies, and

ethical guidelines.


state laws, upholds school

& division policy, and

makes superb judgmental

& ethical choices.

Adheres to federal and state

laws, school and division

policies, and ethical

guidelines.


laws, sometimes uses poor

judgment, or makes

questionable ethical

decisions.

Does not always adhere to state

and federal laws, makes poor

ethical choices.

Incorporates learning from

professional growth

opportunities into

instructional practices.

Effectively incorporates

learning from professional

growth, actively seeks new

ideas & training and is a

role model to colleagues.


professional growth

opportunities into instructional

practice.

Is reluctant to attend

trainings or to incorporate

new ideas into daily

instruction.

Is not open to new ideas or

trainings to improve student

success.

Sets goals for

improvement of

knowledge and skills.

Sets goals for

improvement of

knowledge and skills

and contributes to

other’s improvement.

Sets goals for improvement of


Occasionally sets goals for

improvement of knowledge

and skills, or sets them but

does not strive to achieve

them.

Does not set goals for


and skills.

Engages in activities

outside the classroom

intended for school and

student enhancement.

Engages in and utilizes

ideas from multiple

activities outside the

classroom intended for


Engages in activities outside

the classroom intended for

school and student

enhancement.

Occasionally attends



school and student

enhancement.

Does not attend activities outside the classroom intended

for school and student enhancement.

Works in a collegial and

collaborative manner with

administrators, other

school personnel, and the

community.





community. Is a leader

and sets an example of

collaboration for co-

workers.



administrators, other school

personnel, and the

community.

Occasionally collaborate with

administrators, colleagues, or

approved community

programs when prompted to

do so.

Does not work in a



personnel, and the community.

Builds positive and professional

relationships with

parents/guardians through

frequent and effective

communication concerning

students’ progress.

Builds positive and

professional relationships

with parents through



students’ progress. Makes

an additional effort to keep

parents informed and

involved.

Builds positive and

professional relationships with

parents through frequent and

effective communication

concerning students’ progress.

Infrequent communication

with parents concerning


Relationship with parents is

indifferent or negative.

Rarely communicates with

parents concerning students’

progress. Does not make an

effort to build a professional

relationship with parents.

Is a contributing member of

the school’s professional

learning community

through collaboration with

teaching colleagues.

Serves as a leader and

contributing member of


learning community

through collaboration

with teaching colleagues.

Serves as a contributing

member of the school’s

professional learning

community through

collaboration with teaching

colleagues.

Occasionally contributes to


learning community &

infrequently collaborates with


Is not a contributing member

of the school’s professional

learning community and does

not collaborate with teaching

colleagues.

Demonstrates consistent

mastery of standard oral

and written English in all

communications.

Demonstrates ideal


and written English in

all communication.




communication.

Demonstrates inconsistent



communication.


mastery of standard oral and

written English in all

communication.

Predominate rating: _____ Comments:

19

Standard 7: Student Academic Growth

The teacher:

4

Exemplary

3

Proficient

2

Emerging/Needs Improvement

1

Does Not Meet Standard

Section 1 **To be completed for all teachers (100% Tier 1, 75%-Tier 2)**

Provides evidence that achievement goals have been met including assessment results, the state-provided growth

measure (when available), and other multiple measures of student growth.

Exemplary Proficient Emerging/ Needs

Improvement N/A

Smart Goal #1

Smart Goal #2

Smart Goal #3

(if applicable)

Develops goals based on

baseline data.

Goals are specific,

measurable, appropriate,

realistic, time limited and

individualized.

Goals are specific,


realistic, and time limited.

Slight adjustments needed in

reference to specificity,

measurability,

appropriateness,

and timeliness.

Significant adjustments needed in


measurability, appropriateness, and

timeliness.

Documents progress throughout

the year.

Progress is updated &

documented constantly

throughout the year.


documented frequently


Progress is updated and

documented periodically


Progress is not updated nor

documented throughout the year.

Provides evidence that goals are

being met. Student gain scores from post-

testing, and other measures.

Student gain scores from

post-testing, and other measures.

Student gain scores from

post-testing, or another measure are provided.

Little, or no, evidence provided to

determine if goals are being

met.

Develops interim learning

targets based on student

performance.

Interim learning targets,

based on on-going

assessment of student created constantly throughout the

year.

Interim learning targets, based on on-

going assessment of student

performance, created frequently



going assessment of occasionally




performance, not developed or documented.

Section 2 **To be completed for all Tier 2 teachers only (25%)**

Understands the Math and/or

English goal(s) and baseline data

for the students in their charge.

Teacher assists in securing

the baseline data for all

students.

Proactive communication

with peers and

administration concerning

baseline data evident.

Little communication with peers

and administration concerning


No communication with peers and

administration concerning baseline

data evident.

Understands the progress their

students are making on the

students’ goal(s) in Math

and/or English.

Teacher volunteers to assist

core teachers in assessing

students’ progress toward

established goals.

Teacher seeks out frequent

updates on students’

progress toward their goals.

Teacher waits for updates on students’


Teacher demonstrates little concern about

students’ progress toward their goals.

Examines the evidence of their

students’ success on their Math

and/or English goal(s).


core teachers in analyzing

students’ success toward

established goals.

Teacher understands the

student progress model & the

various instruments adopted for

securing evidence of student

success.

Teacher demonstrates some

understanding of the student

progress model and the



success.

Teacher demonstrates little

understanding of the student progress

model and the various instruments

adopted for securing evidence of student

success.

Initiates collaboration with peers to

develop curriculum that supports Math

and/or English goal(s) and learning targets.

Teacher strives to incorporate the

goals established by the core

teachers into their curriculum.

Teacher understands the need to

incorporate a portion of the goals

established by the core teachers

into their curriculum.

Teacher appears to be reluctant to


established by the core teachers into

their curriculum.

Teacher does not incorporate any of the goals

established by the core teachers into their

curriculum.

20

*ADDITIONAL COMMENTS* (If needed)

Standard 1:

Standard 2:

Standard 3:

Standard 4:

Standard 5:

Standard 6:

Standard 7:

21

PULASKI COUNTY PUBLIC SCHOOLS

TEACHER ASSESSMENT REPORT

Teacher’s Name: ______________ School/Subject: ______________ School Year: ___-____

Evaluator:__________________________ Evaluator’s Title: ____________________

□ Formative Observation □ Summative Evaluation

□ Annual Contract: Year: □1 □2 □3 □ Continuing Contract: Year: □1 □2 □3

RATING ON INDIVIDUAL RUBRICS (Indicate Predominate Rating for each Standard):

Standard 1: O Exemplary(4) O Profic ient (3) O Emerging/Needs Improvemen t(2) O Does Not Meet Standard(1)

Standard 2: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standard(1)

Standard 3: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standa rd(1)





OVERALL RATING CALCULATION FINAL EVALUATION RUBRIC

Standard 1: ___ x .1 = ___ 3.6 - 4.00 EXEMPLARY

Standard 2: ___ x .1 = ___ 2.8 - 3.59 PROFICIENT

Standard 3: ___ x .1 = ___ 2.5 - 2.79 EMERGING/NEEDS IMPROVEMENT

Standard 4: ___ x .1 = ___ 1.0 - 2.49 DOES NOT MEET STANDARD

Standard 5: ___ x .1 = ___

Standard 6: ___ x .1 = ___

Standard 7: ___ x .4 = ___

Overall Rating: ______

COMMENTS BY EVALUATOR:

COMMENTS/REBUTTAL BY TEACHER:

By signing below the teacher indicates they have reviewed this report with the evaluator, signing does not

necessarily indicate agreement with the evaluator’s assessment.

Teacher’s Signature: ______________________________ Date: ____________________________

Evaluator’s Signature: _____________________________ Date: ____________________________

One copy to each: Teacher, Evaluator, Department of Human Resources-Employee’s Personnel file

Note: The following outcomes require a Teacher Improvement Assistance

Plan.

1. A rating of Emerging/Needs Improvement in two (2) or more

standards.

2. A rating of Does Not Meet Standard in any standard.

22

APPENDIX B

TEACHER IMPROVEMENT

ASSISTANCE PLAN

23


TEACHER IMPROVEMENT ASSISTANCE PLAN

Teacher: __________________________ School: _________________________________

Grade/Subject: _____________________ School Year: _____________________________

Evaluator: _________________________ Implementation Date: ______________________

Standard

Area of

Concern/Performance

Indicator

Instructions Available Resources Timeline/Evidence

of Success

The teacher’s signature denotes acknowledgment of unacceptable performance and the development and receipt of the Teacher Improvement

Assistance Plan.

Teacher’s Name: ______________________________ Teacher’s Signature: ________________________________ Date: _________

Evaluator’s Name: _____________________________ Evaluator’s Signature: _______________________________ Date: _________

24


TEACHER IMPROVEMENT ASSISTANCE PLAN

Results of Teacher Improvement Assistance Plan Implemented on: _____________________.

Standard

Area of

Concern/Performance

Indicator

Assessment/Comments Review Dates

Final Recommendation Based on Outcome of Teacher Improvement Assistance Plan:

The performance deficiencies have been satisfactorily corrected: Continuation of a Teacher Improvement

Assistance Plan is not necessary.

The Performance deficiencies have not been satisfactorily corrected: The recommendation is for non-

renewal or dismissal.

The teacher’s signature denotes receipt and review of the results of the Teacher Improvement Assistance Plan; not necessarily agreement with

the final recommendation.

Teacher’s Name: ______________________________ Teacher’s Signature: ________________________________ Date: _________

Evaluator’s Name: _____________________________ Evaluator’s Signature: _______________________________ Date: _________

25

Appendix C

Goal Setting Form

Standard 7

26

Goal Setting Form Explanation

The following describes the sections of the Goal Setting for Student Academic Progress Form.

I. Setting: Describe the population and special circumstances of the goal setting.

II. Identify the content area: The area/topic addressed based on learner achievement, learner or

program progress, or observational data.

III. Provide baseline data: Determine the learners' baseline data (where they are now) using the

following process:

a. collect and review data;

b. analyze the data;

c. interpret the data; and

d. determine needs.

IV. Write goal statement: What do you want learners to accomplish?

a. Select an emphasis for your goal, focusing on the classroom\teacher level.

b. Develop an annual goal.

V. Means for attaining the goal: Activities used to accomplish the goals including how progress

is measured and target dates. Examples of learning strategies to improve student learning are as

follows:

Modified teaching/work arrangement;

Cooperative planning with master teachers, team members, department members;

Demonstration lessons/service delivery by colleagues, curriculum specialists,

teacher mentors;

Visits to other classrooms;

Shared instructional materials;

Use of instructional strategies (e.g., differentiation, interactive planning);

Focused classroom observation;

Development of curricular supplements;

Completion of workshops, conferences, coursework;

Co-leading; and

Collaborative teaching.

VI. Mid-year review: Accomplishments after the first semester report cards are issued, but

prior to the fourth six weeks. If needed, make adjustments to the professional development

strategies, etc.

VII. End-of-year data results: Accomplishments at the end of the year.

27


Goal Setting for Student Academic Progress Form Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress. NOTE: When

applicable, learner achievement/progress should be the focus of the goal. Teacher’s Name ______________________________________ Subject/Grade _______________________________________

Evaluator’s Name ______________________________________ School Year _________ - _________

I. Setting (Describe the population and special learning circumstances.)

II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational

data.)

III. Baseline Data (What does the current data show?) Data attached

IV. Goal Statement (Describe what you want learners/program to accomplish.)

28

V. Means for Attaining Goal (Strategies used to accomplish the goal.)

Strategy Evidence Target Date(s)

Teacher’s Name ___________________________ Teacher’s Signature ___________________________ Date _________________

Evaluator's Name __________________________ Evaluator’s Signature _________________________ Date _________________

VI. Mid-Year Review (Describe goal progress and

other relevant data.) Data

attached

Mid-year review conducted on___________________________

Initials: _______(teacher) _______(evaluator)

Teacher’s Name ___________________________ Teacher’s Signature ___________________________ Date _________________

Evaluator's Name __________________________ Evaluator’s Signature _________________________ Date _________________

Exemplary – E Proficient – P Emerging/Needs Improvement – ENI Does Not Meet Standard – DMS

VII. End-of-Year Review. Appropriate data received E P ENI D

S-1 sets acceptable, measurable, and appropriate achievement goals for student academic progress

based on baseline data.

S-2 provides evidence that achievement goals have been met including assessment results, the state-

provided growth measure (when available), and other multiple measures of student growth.

Teacher’s Name ___________________________ Teacher’s Signature ___________________________ Date __________

Evaluator's Name __________________________ Evaluator’s Signature _________________________ Date __________

29

APPENDIX D

TEACHER SELF-EVALUATION

30

TEACHER

SELF-EVALUATION Name _______________________ Academic Year ____________ School __________________

The teacher is to complete this self-evaluation by rating themselves on each of the Performance

Indicators and should have this self-evaluation readily available prior to his/her summative evaluation

upon the evaluator’s request.

____________________________________________________________________________________

Standard 1: Professional Knowledge

The teacher:

4

Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard


appropriate curriculum

standards.

Addresses curriculum standards

through differentiated instruction

so that all students can

demonstrate a good understanding

of the concepts being taught.

Effectively addresses curriculum

standards according to the

pacing guides. Most students are able to demonstrate an

understanding of the concepts

being taught.

Addresses some curriculum

standards, but not others.

Students have minimal

understanding of concepts

being taught.

Does not adequately cover


students demonstrate

limited understanding.

Integrates key

content elements and

facilitates use of

higher level thinking

skills in instruction.

Presents the lesson using a variety of materials and research-based strategies

so that students are able to articulate

higher order thought and understanding of key content elements by making

connections to past/future learning

and/or other subjects.

Integrates key content

elements by using research-

based strategies to encourage

students to employ higher

order thinking.


marginally presented.

Limited use of research-

based strategies and little

emphasis on higher order

thinking.


poorly presented and it is

evident that little planning

occurred to guide students

to higher order thinking.

Links content with past

and future learning

experiences, other

subject areas, and real

world experiences and

applications.

Helps students to think critically and

make their own connections with

past and future learning to other

subjects, or to the real world.

Teacher links content with

past and future learning, other

subjects, and real world.

Makes unsuccessful attempts

to help student connect new

knowledge to past or future

learning.

Makes no attempt to help

student make connections

to past or future learning.

Demonstrates an

accurate knowledge

of the subject

matter.

Has superior knowledge of the subject

matter and is able to differentiate with

many higher order activities, from

which students are able to make

connections. Teacher is able to

communicate so that ALL students are

able to demonstrate understanding.

Confidently and accurately

presents subject matter.

Communicates clearly and

easily so that students are

able to demonstrate

understanding of what is

being taught.

Lacks confidence in

presenting subject matter and

may present some inaccurate

information. Is not able to


especially for students at-

risk.


subject matter and students

are unable to demonstrate


concepts.

Demonstrates skills

relevant to the subject

area(s) taught.

Presents the subject matter in

unique ways so that students gain a

deep understanding of the concepts

and are able to apply the

information.

Demonstrates skills relevant to

subject taught so that most

students are able to


Ability to demonstrate skills

relevant to subject being

taught is emerging. Students

are able to demonstrate some

understanding.

Has limited ability to demonstrate skills relevant to

the subject being taught.

Students appear confused and are unable to demonstrate

understanding.

Bases instruction on

goals that reflect high

expectations and an


subject.

Bases instruction not only on SOL

objectives, but has expectations

that students will reach an

understanding beyond what is

required and has mastery

understanding of the subject

matter.

Bases instruction on SOL’s,

countywide objectives, and

demonstrates high

expectations for students’

mastery of the content. Has

a solid understanding of the

subject matter.

Bases some instruction on

SOL’s and countywide

objectives, but no others.

Knowledge of subject matter

is emerging.

The teacher has no defined

learning goals or

expectations for learning.


subject matter.

Demonstrates an

understanding of

intellectual, social,

emotional, physical

development of age

group.

Presents information in an age

appropriate manner but students

are able to demonstrate a deep

understanding of the concepts. Is

able to build community within the

classroom, so students feel safe

socially and emotionally.

Presents information in an

age appropriate manner

(appropriate intellectually

and physically).

Demonstrates sensitivity to

the social & emotional needs

of students.

Has some grasp of age

appropriateness but needs

improvement in

understanding the social,




sensitivity to the social,



Communicates

clearly and checks for

understanding.

Has valid & reliable data to

demonstrate and document students’

understanding of concepts. Clearly

communicates learning expectations.

Checks frequently for

understanding, both formally

and informally, and clearly

communicates expectations.

Checks inconsistently for

understanding either formally

or informally. Expectations for

students’ learning are unclear.

Does not check for

understanding and is

ineffective in

communicating with

students

31

Standard 2: Instructional Planning and Preparation

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Uses student learning

data to guide

planning.


performance data, including

pretests, to plan instructional

units. Obviously and

consistently monitors learning

data and adjusts instructional

plan to insure students meet



performance data,

including pretests, to plan

instructional units.

Generally, but not

consistently, monitors




Uses at least one student

performance data source to

plan instructional units.

Inconsistently or

infrequently monitors




Plans units based on

instructional goals, but

independent of student data.

Student data is neither

gathered nor applied to

instructional plan.

Plans time

realistically for

pacing, content

mastery, and

transitions.

Plans for a rigorous instructional

pace that aligns with Curriculum

Framework and SOL’s.

Sufficient time for remediation

as well as enrichment is

incorporated into long-range

plans and is implemented



Curriculum Framework

and SOL’s. Plans

sufficiently for instruction

and remediation and

implements. Occasionally

includes enrichment if time

allows.



Curriculum Framework and

SOL’s. Occasionally

remediation and/or

enrichment time is included,

but not consistently evident

in planning or

implementation.

No long-range pacing plan is

evident. Sufficient

instructional time is not

planned and implemented to

meet instructional goals. End

of course topics are condensed

or omitted to fit within

instructional time frame.

Plans for

differentiated

instruction.

Written plans clearly indicate a

tiered instructional approach to

meet diverse student needs that is

highly engaging. Adaptations in

either process or product are

evident. A variety of highly

effective instructional methods

or strategies are integrated into

plans to address higher order

thinking and learning styles.



student needs. A variety of

instructional methods or

strategies are integrated

into plans. Plans address

learning styles, higher-

order thinking skills, and

other accommodations.

Written plans indicate some


student needs, but not

consistently. Instructional

strategies or methods are

limited to a few that are

often repeated.

Accommodations or

adaptations are reactive vs.

pre-planned.

Written plans show no

indication of accommodations

or adaptations to meet student

needs. Instructional methods

are not varied, nor do they

employ higher order thinking

skills. Students’ individual

needs and learning styles are

not considered in plans.

Aligns lesson

objective to the

curriculum and

student learning

needs.

Written plans are impeccable in

their detail, reflecting

instructional goals and state


through instructional delivery.

Written plans clearly

indicate instructional goals

and reference state


through instructional

delivery.


instructional goals; but may

inconsistently reference

curriculum or state

standards. Plans are not

followed as written.


instructional goals, but either

does not reference state

standards or are not aligned to

state standards.

Aligns Exhibits

knowledge of

effective lesson

construction.

Always designs structured

lessons with clear, measurable

goals. Plans have a format that


knowledge, best instructional

practices, assessment, and

alignment to state standards,

accommodations, and next steps.

Usually designs structured

lessons with clear,

measurable goals. Plans

usually have a format that


knowledge, best

instructional practices,

assessment, and alignment

to state standards,

accommodations, and next

steps.

Planned lessons are

consistently missing 1-2

components of a structured

lesson. Plans generally

include instructional goals

but may be missing other

components.

Evidence of lesson planning is

intermittent or missing.

Lesson planning lacks

structure. Instructional goals

may be unclear. Introductions

and closings are missing.

There is no evidence of

planning for assessment,

differentiation, or student

accommodations.

Develops

appropriate long and

short-range plan and

adapts plans when

needed.


adapted to meet needs of

students based on formal (pre-

tests, & formative assessments)

and informal, real-time data.

Plans are obviously adapted to

react, redirect, or reteach as

needed, based on consistent

sampling of student learning.

Once developed, plans may

be adapted based on

student formative

assessments. Some

formative assessments and

other measures may be

used to signal an adaptation

is needed.


generally static, with little

opportunity to react or

reteach. Formative

assessments are not generally

utilized to drive instruction.

Adaptations, if made, are

generally based on informal

data.

Formative assessments are not

used to gauge instructional

effectiveness. Consequently,

plans are not adapted or

changed based on student

learning within the course of

instruction.

32

Standard 3: Delivery of Instruction

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Engages and

maintains

students in

active

learning.


need to engage students in the learning

process and is successful in a delivery

of instruction which fosters student

interest and creativity. The teacher

promotes application of acquired

knowledge to the other content areas

and adapts to the student involvement

in an organized manner.


need to engage students in active

learning. A plan for student

participation is evident and

cooperation in the delivery of

instruction is embraced by the

majority of students. The teacher

responds to students who need to be

reconnected to the learning process.


actively engage students in the learning

process. There is an attempt to foster

student learning and/or creativity.

However, lessons lack a clear plan for

student participation. The teacher

appears to be uncomfortable with

student involvement in dynamic

learning.

The teacher seldom provides

opportunities for student

contribution to the learning process.

At times, students appear to be

inattentive and/or unaware of the

focus of the lesson. The

instructional delivery does not foster

student interest and/or creativity.

Builds upon

students’

existing

knowledge

and skills.

The teacher understands the need for

assessing and activating a learner’s

prior knowledge. Instructional

planning and delivery is designed

around the students’ existing

knowledge. Scaffolding is evident.

The teacher has the ability to adjust the

lesson based upon the students’

knowledge.

The teacher demonstrates

understanding of the need for

assessing and activating a

learner’s prior knowledge.

Lesson plans reference the

necessity for scaffolding;

however, it is not used as the

primary means of instructional

planning and delivery.


assess and activate a learner’s prior

knowledge. However, lessons do not

have a clear plan for scaffolding. The

teacher appears to be unsure how to

incorporate and/or build upon the

existing knowledge.

The teacher makes no connection between

new material and students’ prior

knowledge. Little is done to gather a

foundation of knowledge to build upon.

Instructional delivery is not designed for

scaffolding, and existing student

knowledge is not factored into the plan for

instruction.

Differentiates

instruction to

meet the

students’

needs.

The teacher is knowledgeable in the

application of a variety of instructional

methodologies to accommodate the

needs of the diverse learners in the

classroom. The needs of both

struggling and gifted learners are met

in the delivery of instruction.

The teacher is knowledgeable in a

variety of instructional


diverse learners are recognized.

The teacher has been exposed to a

variety of instructional


diverse learners are not realized in

a manner that promotes student

success.


knowledge in, or is resistant to using, a

variety of instructional methodologies

even though proper training has been

provided. The needs of diverse learners

are not addressed in planning and/or

implementation of the lesson.

Reinforces

learning goals

consistently

through the

lesson.

The teacher clearly demonstrates

understanding, and has a well-

defined plan for reinforcing; the

school division’s desired learning

goals. Current and past learning

goals are reinforced throughout the

delivery of instruction.

The teacher demonstrates an



outcomes. A plan for reinforcing

and meeting set goals is evident

and is normally referred to at the

beginning and/or completion of

the lesson.

The teacher appears to understand

the school division’s desired

learning outcomes. However,

there is lack of a clear plan for

reinforcing and meeting these

goals. The teacher

discovers/acknowledges the need

for instructional adjustments at the


assessment.


understanding of the school division’s

desired learning goals. Lessons are not

designed to reinforcement these goals nor

have a clear plan. The teacher is unaware

of, or resistant to, the need for

instructional adjustments in order to meet

the desired learning goals.


effective


strategies and resources.

The teacher’s instructional delivery is

very fluid and seamlessly incorporates

research-based instructional strategies.

The teacher is called upon periodically

to demonstrate/mentor less experienced

teachers.


division’s focus on research-based

instructional strategies. Lesson plans

reference these strategies and the

instructional delivery validates the

use of these research-based



division’s focus on research-based instructional strategies. However, lesson

plans might not consistently reference these

strategies. The instructional delivery does not yield a good assessment of the

knowledge gained by the students.


understanding, or is resistant to the use, of

research-based instructional strategies

even though the teacher has been through

training in these strategies and

understands the school division’s focus

on research-based instructional strategies.

Uses

instructional

technology to

enhance

student

learning.

The teacher makes certain technology

is accessible to, and appropriate for, the

students in the classroom. Technology

is a constant component of the teacher’s

instruction and not an enhancement.

The teacher is viewed as a leader in the

field of technology-use in the school

and assists with new technology and

training of his/her peers.

The teacher makes certain

technology is accessible to, and

appropriate for, the students in the

classroom. Although the technology

is incorporated into the learning

process, it is primarily used as a

supplement to the learning rather

than a delivery mechanism.


expectation of technology-use in the

classroom and has received

appropriate training. However, the use

of technology in the instructional

delivery is distracting to the learning

environment. The teacher is viewed to

be somewhat uncomfortable with its

use.

The teacher understands the expectation

of technology-use in the classroom and

has received appropriate training.

However, the use of technology is very

infrequent and viewed as being avoided

if at all possible. The potential

enhancement of the instructional delivery

is not realized.

Communicates

clearly and

checks for

understanding.

The teacher can effectively convey the

lesson so that all learners achieve

understanding. During the delivery of

the lesson, the teacher demonstrates an

innate ability to adjust the delivery of

instruction in reaction to their

assessment of student cues.

The teacher can effectively

convey the lesson so that most

learners achieve understanding.

The teacher is cognizant of

student understanding

throughout the lesson and makes

necessary adjustments after the

initial lesson to accommodate

those students who need

additional assistance.

The teacher conveys the lesson in a

scripted-manner so that most learners

achieve understanding. The teacher

appears to be resistant to straying

from the lesson plan, regardless of

the students’ cues. The teacher

discovers/acknowledges a lack of

student understanding after


assessment.

The teacher is ineffective at conveying a

lesson so that learners can achieve

understanding. The teacher is unaware

of, or neglects, student understanding

throughout the course of the lesson. The

teacher does very little to gather feedback

about student understanding.

33

Standard 4: Assessment of and for Student Learning

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Uses pre-assessment data

to develop expectations

for students, to


and to document

learning.

Guides students to examine

pre-assessments in order to

identify individual areas of

need. Uses pre-assessment data

to steer differentiated

instruction.

Uses pre-assessment data to


students, to differentiate

instruction, and to document

learning.


data is not used to develop

instructional plans geared at

meeting the needs of diverse

learners.

Does not utilize pre-

assessment instruments.


learning goals and


progress.

Conferences with students to

discuss personal learning goals

and monitor progress.


learning goals and


progress.

Ensures students are aware

of learning objectives and

expected outcomes. Does

not involve student in goal

setting or progress

monitoring.

Does not ensure students

are aware of learning

objectives and does not

involve student in goal

setting or progress

monitoring.

Uses a variety of




content and for the

student population

Utilizes a variety of formal and

informal assessments which

move students into higher

levels of thinking. Allows

students multiple opportunities

to show understanding of

material.

Uses a variety of





population

Utilizes a variety of formal

assessments but does not

utilize informal assessments

to steer classroom

instruction and

differentiation.

Does not utilize a variety

of formal assessment

strategies.


with established


benchmarks

Works collaboratively to

develop common assessments

aligned with curriculum





Aligns student assessments

with established state

curriculum but does not

address local benchmarks.

Assessments are not aligned

with local or state

curriculum standards.


both formative and




relationship to content

goals and objectives

Moves students to evaluate both

formative and summative assessments in order to set personal learning goals and

discuss final mastery of content.


both formative and




relationship to content goals

and objectives

Uses both formative and

summative assessments but

does not use grading

practices that report final

mastery in relationship to

content goals and objectives.

Does not utilize both

formative and summative

assessments. Does not use

grading practices that report

final mastery in relationship

to content goals and

objectives.


both formative and




Collaborates with instructional

staff to create and use

assessment tools for formative

and summative purposes

to inform, guide, and adjust



both formative and




Uses formative and

summative assessment tools

but does not use tools to


student learning.

Does not use both formative

and summative assessment

tools to inform, guide, and

adjust, students learning.



students on their learning.

Guides students to evaluate

their own learning and helps

them to analyze their learning

and individual needs while

providing constructive

feedback.


frequent feedback to students

on their learning.

Gives feedback to students

but feedback is not specific

and growth oriented.

Does not provide

students with feedback

other than to provide

graded work.




learning at home.


communication means such as

phone, PT conferences, teacher

websites, letters, etc. to keep

parents aware of curriculum

and ways students learning can

be supported at home.




learning at home.

Provides parents with information regarding

curriculum but does not suggest ways to support

learning at home.

Does not updates parents on

the unfolding curriculum

and does not suggest ways

to support learning at home.

34

Standard 5: Learning Environment and Classroom Management

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Arranges the classroom

to maximize learning

while providing a safe

environment


and students contribute to

ensuring that the physical

environment supports the

learning of all students and is

maintained and well

organized.


and learning is accessible to

all students; teacher uses

physical resources well and

ensures that the arrangement

of furniture supports the



and essential learning is

accessible to all students, but

furniture or classroom

organization arrangement

only partially supports the


Teacher makes poor use of the

physical environment, resulting

in unsafe or inaccessible

conditions for some students or

a mismatch between furniture

arrangements and the lesson

activities.

Establishes clear

expectations, with student

input, for classroom rules

and procedures and

enforces them consistently

and fairly.


procedures are seamless in

their operation, & students

assume considerable

responsibility for their smooth

functioning.


procedures have been

established and function

smoothly for the most part,

with little loss of instruction

time.


procedures have been established

but function unevenly or

inconsistently, with some loss of

instruction time.


procedures are either nonexistent

or inefficient, resulting in the loss

of much instruction time.


time and minimizes

disruptions.

Students assume much of the

responsibility for establishing

a culture for learning in the

classroom by taking pride in

their work, initiating

improvements to their

products, and holding work to

the highest standard.


represents a genuine culture

for learning, with

commitment to the subject on

the part of teacher and

students, high expectations

for student achievement, and



reflects only a minimal culture

for learning, with modest or

inconsistent expectations for


student pride in work. Both

teacher and students are

performing at a minimal level to

“get by.”

The classroom does not

represent a culture for learning

and is characterized by low

teacher commitment to the

subject, low expectations for



Establishes a climate of

trust and teamwork by

being fair, caring,

respectful, and

enthusiastic.


highly respectful, reflecting

genuine warmth and caring

towards individuals. Students

ensure maintenance of high

levels of civility among

members of the class.

Classroom interactions

reflect general warmth and

caring, and are respectful of

the cultural and

developmental differences

among groups of students.


generally appropriate and free

from conflict but may be

characterized by occasional

displays of insensitivity.

Classroom interactions, both

between the teacher and students

and among students, are negative

or inappropriate and

characterized by sarcasm, put-

downs, or conflict.

Promotes cultural

sensitivity.


promote and educate student

about different cultures within

the classroom.

Teacher responds in a

sensitive manner to social and

cultural backgrounds when

dealing with students and

their parents.

Teacher is generally sensitive to

cultural backgrounds of students

but can sometimes overlook

their needs.

Teacher is insensitive to cultural

backgrounds of students and

does not accommodate their

differing needs.

Respects students’

diversity, including

language, culture, race,

gender, and special

needs.


educate others about student

diversity. No bias is shown

toward any student based on

his diverse needs.

Teacher’s verbal and

nonverbal interactions are

friendly and demonstrate

respect in regard to student

diversity.

Teacher is generally respectful

of the individual needs of

students but may lack sensitivity

at times.

Teacher does not respect or

promote tolerance among

students and their diverse needs.

Actively listens and pays

attention to students’

needs and responses.

Teacher demonstrates

genuine caring and respect for

individual students. Students

exhibit respect for teacher as

an individual.

Teacher-student interactions

are friendly & demonstrate

general warmth, caring and

respect. Interactions are

appropriate to developmental

and cultural norms. Students

exhibit respect for teacher.

Teacher-student interactions are

generally appropriate, but may

reflect occasional

inconsistencies, favoritism or

disregard for students’ cultures.

Students exhibit only minimal

respect for teacher.

Teacher interaction with at least

some students is negative,

sarcastic, or inappropriate to the

age or culture of the students.

Students exhibit disrespect for

teacher.


time by working with

students individually and

in small groups or whole

groups.

Groups working

independently are

productively engaged at all

times. Students assume

responsibility for

productivity.

Tasks for work groups are

organized. Groups are

managed so most students are

engaged at all times.

Tasks for group work are

partially organized, resulting in

some off-task behavior when

teacher is involved with one of

the groups.

Students not working with the

teacher are not productively

engaged in learning.

35

Standard 6: Professionalism

The teacher:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard Collaborates and


within the school

community to promote

students’ well-being and

success.

Actively collaborates


promote student success.

Communicates effectively

within the team.

Collaborates and



promote students’ well-

being and success.

Meets and communicates

inconsistently with colleagues

to promote student success

and well-being.

Does not meet with colleagues

to communicate or discuss

student success or well-being.


state laws, school and

division policies, and

ethical guidelines.


state laws, upholds school

& division policy, and

makes superb judgmental

& ethical choices.


laws, school and division

policies, and ethical

guidelines.


laws, sometimes uses poor

judgment, or makes

questionable ethical

decisions.

Does not always adhere to state

and federal laws, makes poor

ethical choices.


professional growth

opportunities into

instructional practices.

Effectively incorporates

learning from professional

growth, actively seeks new

ideas & training and is a

role model to colleagues.


professional growth

opportunities into instructional

practice.

Is reluctant to attend

trainings or to incorporate

new ideas into daily

instruction.

Is not open to new ideas or

trainings to improve student

success.

Sets goals for

improvement of


Sets goals for

improvement of

knowledge and skills

and contributes to

other’s improvement.

Sets goals for improvement of


Occasionally sets goals for


and skills, or sets them but

does not strive to achieve

them.

Does not set goals for


and skills.

Engages in activities

outside the classroom

intended for school and


Engages in and utilizes

ideas from multiple




Engages in activities outside

the classroom intended for

school and student

enhancement.

Occasionally attends



school and student

enhancement.

Does not attend activities outside the classroom intended

for school and student enhancement.





community.





community. Is a leader

and sets an example of

collaboration for co-

workers.




personnel, and the

community.

Occasionally collaborate with

administrators, colleagues, or

approved community

programs when prompted to

do so.

Does not work in a



personnel, and the community.

Builds positive and professional

relationships with

parents/guardians through




Builds positive and

professional relationships

with parents through



students’ progress. Makes

an additional effort to keep

parents informed and

involved.

Builds positive and

professional relationships with

parents through frequent and

effective communication

concerning students’ progress.

Infrequent communication

with parents concerning


Relationship with parents is

indifferent or negative.

Rarely communicates with

parents concerning students’

progress. Does not make an

effort to build a professional

relationship with parents.

Is a contributing member of


learning community

through collaboration with


Serves as a leader and

contributing member of


learning community

through collaboration

with teaching colleagues.

Serves as a contributing

member of the school’s

professional learning

community through

collaboration with teaching

colleagues.

Occasionally contributes to


learning community &

infrequently collaborates with


Is not a contributing member

of the school’s professional

learning community and does

not collaborate with teaching

colleagues.




communications.

Demonstrates ideal


and written English in

all communication.




communication.

Demonstrates inconsistent



communication.


mastery of standard oral and

written English in all

communication.

36

Standard 7: Student Growth

The teacher:

4

Exemplary

3

Proficient

2

Emerging/Needs Improvement

1

Does Not Meet Standard

Section 2 **To be completed for all teachers(100%-Tier 1, 75%-Tier 2)**

Provides evidence that achievement goals have been met including assessment results, the state-provided growth

measure (when available), and other multiple measures of student growth.

Exemplary Proficient Emerging/ Needs

Improvement N/A

Smart Goal #1

Smart Goal #2

Smart Goal #3

(if applicable)

Develops goals based on

baseline data.

Goals are specific,


realistic, time limited and

individualized.

Goals are specific,


realistic, and time limited.

Slight adjustments needed in


measurability,

appropriateness,

and timeliness.

Significant adjustments needed in


measurability, appropriateness, and

timeliness.

Documents progress throughout

the year.


documented constantly



documented frequently


Progress is updated and

documented periodically


Progress is not updated nor

documented throughout the year.

Provides evidence that goals are

being met. Student gain scores from post-

testing, and other measures.

Student gain scores from post-testing, and other

measures.

Student gain scores from post-testing, or another measure

are provided.

Little, or no, evidence provided to

determine if goals are being

met.

Develops interim learning

targets based on student

performance.

Interim learning targets,

based on on-going

assessment of student created constantly throughout the

year.



performance, created frequently



going assessment of occasionally




performance, not developed or documented.

Section 3 **To be completed for all Tier 2 teachers only (25%)**

Understands the Math and/or

English goal(s) and baseline data

for the students in their charge.

Teacher assists in securing

the baseline data for all

students.

Proactive communication

with peers and

administration concerning


Little communication with peers

and administration concerning


No communication with peers and

administration concerning baseline

data evident.

Understands the progress their

students are making on the

students’ goal(s) in Math

and/or English.


core teachers in assessing

students’ progress toward

established goals.

Teacher seeks out frequent

updates on students’


Teacher waits for updates on students’


Teacher demonstrates little concern about

students’ progress toward their goals.

Examines the evidence of their

students’ success on their Math

and/or English goal(s).


core teachers in analyzing

students’ success toward

established goals.

Teacher understands the

student progress model & the



success.

Teacher demonstrates some

understanding of the student

progress model and the



success.

Teacher demonstrates little

understanding of the student progress

model and the various instruments

adopted for securing evidence of student

success.

Initiates collaboration with peers to

develop curriculum that supports Math

and/or English goal(s) and learning targets.

Teacher strives to incorporate the

goals established by the core

teachers into their curriculum.

Teacher understands the need to


established by the core teachers

into their curriculum.

Teacher appears to be reluctant to


established by the core teachers into

their curriculum.

Teacher does not incorporate any of the goals

established by the core teachers into their

curriculum.

37

APPENDIX E

ALTERNATIVE STANDARD 4

LIBRARIANS

GUIDANCE COUNSELS

38

Alternate Standard 4G (Guidance Counselors): Assessment of and for Student Learning

The counselor:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Uses standardized testing

data to determine which

students may need


Tracks students who need

additional assistance and

shares the student’s status with

administration.

Uses standardized testing

data to determine which

students may need



data is infrequently used to

develop instructional plans

geared at meeting the needs

of diverse learners.

Does not utilize

standardized testing to

determine which students

may need additional

assistance.

Establishes rapport with

students to facilitate

success in the school

environment.

Is actively sought after by

students for their support,

knowledge, and advice.

Establishes rapport with

students to facilitate success

in the school environment.

Does not demonstrate a

strong level of engagement

with groups and individuals.

Works in isolation

frequently. Students do not

seek out counselor for

engagement.

Identifies student

strengths and weaknesses

in the academic setting

and develops tiered

interventions to address

the student’s needs.

Is constantly observing,

analyzing and evaluating

students during direct and

indirect interactions. The

counselor consistently is

proactive in conversations

about students and their needs.

Identifies student strengths

and weaknesses in the

academic setting and

develops tiered



Infrequently identifies

student strengths and

weaknesses in the academic

setting and develops tiered

interventions to address the

student’s needs.

Ignores the need to

identify student strengths

and weaknesses in the

academic setting and

ignores potential tiered



Is knowledgeable of

available community

resources and referral

options to address student

needs.

Is consistently discussing

options that exist to help address

student’s needs and is a

proactive component of core

team.

Is knowledgeable of

available community

resources and referral

options to address student

needs.

Is knowledgeable of available

community resources and

referral options to address

student needs. However,

opportunities are missed to

have a positive impact on the

student’s life.

Chooses not to refer students

to core team for potential

evaluation or to be

knowledgeable of available

community resources.

Builds rapport with staff,

faculty and administration

to collaborate on student

needs.

Engages faculty and

administration as they attempt to address each student’s needs.

This is done in a proactive finessed manner.

Builds rapport with staff,

faculty and administration

to collaborate on student

needs.

Reluctantly or passively

engages in active dialog with

staff, faculty, and

administration to collaborate

on student needs.

Chooses to work in isolation

with little, if any,

engagement with staff,

faculty, and administration

on student needs.

Utilizes assessment, career

interest inventories, and

other tools to help with

student academic and/or

career planning.

Is consistently engaging the

student about their future.

Career inventories are a

constant component of

conversations.

Utilizes assessment, career

interest inventories, and

other tools to help with


career planning.

Seldom utilizes assessment,

career interest inventories,

and other tools to help with


career planning.

Chooses not to utilize

assessment, career interest

inventories, and other tools

to help with student

academic and/or career

planning.

Communicates relevant

information to identified

stakeholders in a timely

manner, while maintaining

the appropriate level of

confidentiality.

Appears comfortable engaging

all levels of stakeholder groups

and has developed professional

relationships to the benefit of

the student.

Communicates relevant

information to identified

stakeholders in a timely

manner, while maintaining

the appropriate level of

confidentiality.

Sporadically communicates

relevant information to

identified stakeholders while

maintaining the appropriate

level of confidentiality.

Communications are not

timely with stakeholders

and/or the appropriate level of

confidentiality is not

maintained.


communication means

such as phone,

Parent/Teacher

conferences, guidance

websites, and letters to

keep parent aware of

counseling services and

opportunities.

Has developed and maintains a

website dedicated to the needs

of parents and students.

Various levels of

communication are evident

and are extensive.


communication means such

as phone, Parent/Teacher


websites, and letters to keep

parent aware of counseling

services and opportunities.

Seldom utilizes

communication means such

as phone, Parent/Teacher


websites, and letters to keep

parent aware of counseling


Does not keep parents

aware of counseling


Thus not showcasing our

guidance program.


39

Alternate Standard 4L (Librarians): Assessment of and for Student Learning

The librarian:

4 Exemplary

3 Proficient

2 Emerging/Needs

Improvement

1 Does Not Meet

Standard

Uses pre-assessments

and teacher input to


students, differentiate

instruction, and to

monitor learning.

Will be an active member of

the core team. The librarian

will

Uses pre-assessments and

teacher input to develop

expectations for students,

differentiate instruction, and

to monitor learning.

Uses pre-assessments but the

data is not used consistently

to develop expectations for


instruction, or monitor

learning.

Uses pre-assessments but

the data is not used to



instruction, or monitor

learning.


and meeting learning goals

and monitoring their own

progress.

Empowers the students to have

ownership in the setting and

monitoring of learning goals.

Students will be able to discuss

these goals and how they are

monitored.


and meeting learning goals

and monitoring their own

progress.

Infrequently involves students

in setting and meeting

learning goals and monitoring

their own progress.

Determines learning goals

and monitors student

progress. Students are not

involved in this process.

Uses a variety of

assessment/learning

strategies that are valid


content and for the

student population.

Demonstrates knowledge of

research-based strategies.

Demonstrated through lesson

plans, displays, and other

means.

Uses a variety of

assessment/learning




population.

Uses assessment/learning

strategies and content

which are not consistently

aligned to the student

population at times and may

not be valid or have the

appropriate content.

Does not use a variety of

assessment/learning




population.

Monitor student progress

with established

curriculum standards

and/or American

Association of School

Librarians (AASL)

Standards.

Documents student progress and

shares relevant information with

the student’s teachers. The

AASL standards are

communicated and displayed.

Monitors student progress


standards and/or American

Association of School

Librarians (AASL)

Standards.

Infrequently monitors student

progress with established

curriculum standards and/or

American Association of

School Librarians (AASL)

Standards.

Does not monitor student

progress with established

curriculum standards and/or

American Association of

School Librarians (AASL)

Standards.

Uses formal and informal

assessment tools,

observation, and inquiry

for both formative and


guide instruction.

Uses multiple means to

efficiently evaluate the needs of the students, both as a group

and as individuals.

Uses formal and informal

assessment tools,

observation, and inquiry for

both formative and


guide instruction.

Inconsistently uses formal

and informal assessment

tools, observation, and

inquiry for both formative

and summative purposes to

guide instruction.

Does not use assessment

tools, observation, and

inquiry for both formative

and summative purposes to

guide instruction.



student on their effective

use of library resources.

Has developed the skills to

redirect students without

having a negative impact and

has developed a program that

explores all of the library’s

resources.


frequent feedback to student

on their effective use of

library resources.

Does not consistently redirect

students when they have

difficulty with using library

resources. Students are not

told why they are incorrect.

Gives little, if any, guidance

to students as they explore

library resources. The

students do not understand

the opportunities that exist

in our library.


unfolding curriculum,

available resources, and

library activities to support

learning at home.

Communicates the

opportunities that exist to

maximize the utilization of the

library through use of the

school’s website, letters, and

other communication means.


unfolding curriculum,

available resources, and

library activities to support

learning at home.

Infrequently updates parents on

the unfolding curriculum,

available resources, and library

activities to support learning at

home.

Does little to communicate

with parents the array of

resources available to their

student.

Uses a variety of

comprehensive materials,

appropriate technology,

and resources to promote a

safe online learning

environment.

Has developed a best practices

program for students that

address the ever-changing

landscape of online safety

including visual ques within

the library.

Uses a variety of

comprehensive materials,

appropriate technology, and

resources to promote a safe

online learning

environment.

Infrequently uses a variety of

comprehensive materials, appropriate technology, and resources to promote a safe

online learning environment.

Does little to promote a safe

online learning

environment.


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